Books for All

i-Access Copenhagen Stuart Aitken

Books for All i-Access Workshop Session

Stuart Aitken, CALL Scotland www.callscotland.org.uk Books for All is a broad area of work that addresses a fundamental problem in supporting access to books and other learning materials that might be used in a pupil’s education. The principles apply equally if not more beyond school, to enhance lifelong learning opportunities. Lessons learned addressing pupils’ needs through Books for All can be applied directly to enhance lifelong learning opportunities.

Books for All involves several national initiatives to improve provision of accessible learning resources for all print-disabled pupils, including:

 Extended Copyright Licence exemption to include print disabled pupils.  Books for ALL website www.booksforall.org.uk : the CALL Scotland ‘hub’ through which to access all aspects of Books for All.  The Scottish Voice: high quality Scottish accent computer voice for pupils to use to access digital resources.  WordTalk: (free text-to-speech tool to read MS Word documents).  Scottish Books for All Database (share accessible copies of books across Scotland).  Publisher deals to provide digital versions of textbooks.  SQA Digital Question Papers: digital exam or assessment papers.  Training in accessible formats: competences for all teachers, what some should know and what specialist providers should know.

After a brief background to the context of this work within education we will discuss Books for All from the perspective of one pupil at the start of education. Overview of Scottish education

Scottish education has undergone two broad changes in the last few years. A broad curricular framework, Curriculum for Excellence, has been introduced, through which children participate in education. It is outcome-led, dovetailing with lifelong learning opportunities and, we hope, will lead to citizens who achieve in the four capacities of being:  A successful learner  A confident individual  A responsible citizen  An effective contributor

A second broad change is in legislation. The emphasis has moved away from locating problems of learning solely within the child – based on special educational needs – to

Workshop: Books for All 22-24 June 2011 i-Access Copenhagen Stuart Aitken considering the additional support required to meet that pupil’s needs. Local authorities have duties to identify, assess and meet each pupil’s needs. An analogy is the move away from a medical model of disability towards a social model. Rather than, or in addition to, considering whether the child has a particular impairment or disability we may ask: “What kind of support is needed to achieve better outcomes for that child.”

Take the example of reading or access to literacy. Pupils with a visual impairment, a physical disability, a hearing impairment, autism, dyslexia or other may have reading difficulties. Each impairment may mean the pupil needs support to perceive (see, touch or hear) print, hold books, turn pages, understand or find text, and so on. Very different impairments may result in support needs that are similar. Despite this, the support tends to be organised around a specific impairment e.g. teacher of visually impaired pupils. As a result accessible resources that might be useful to others become ‘locked in’ to one area of disability, often to one local authority and very often to one school.

CALL Scotland Before I say more about Books for All, I will mention CALL Scotland. Communication, Access, Literacy & Learning (CALL) Scotland provides services and projects, working with all those involved in meeting the special needs of people who require assistive technologies and augmentative communication. CALL’s mission is to ensure that every young person with additional support needs in Scotland can engage with Curriculum for Excellence through access to appropriate Assistive Technologies and AAC tools, and the expertise to use them.

Books for All John will illustrate the problem Books for All is trying to answer.  John is aged 5 years about to begin his schooling.  His physical disability affects all four limbs, he uses a wheelchair, has dysarthric speech only understood by familiar people  His physical access needs are being assessed and met.

How will John access the curriculum How can we help John become a::  Successful learner - if he cannot lift books, or turn pages?  Confident individual - if he depends on others to read or write for him?  Responsible citizen - if he doesn't have access to information?  Effective contributor - if he can't communicate?

We will look at some of the books and worksheets or other resources that John is likely to need during his school career. Prior to CALL involvement only one of these was available commercially in digital format, listed are:

Workshop: Books for All 22-24 June 2011 i-Access Copenhagen Stuart Aitken

• A Heinemann Maths worksheet created by Highland ATSS for pupils who have difficulty with pencil and paper. • Harry Potter novel downloaded as plain text from The Seeing Ear library and converted into Word for a dyslexic pupil to read using WordTalk. • First Aid for Fairies, which won the Younger Readers 8-11 award at the 2009 Royal Mail Book Awards. The publishers provided us with a digital version which we adapted so that print-disabled children could read it digitally and take part in the awards. • Oxford Reading Tree Reading Book, switch accessible to allow physically disabled readers to access the book and to interact with it. • A 5-14 test in MS Word format. • Biology textbook from Hodder Gibson in PDF, being read out with PDFaloud: for pupils with physical difficulties who can’t hold the book. • A Biology homework sheet created by staff at Kinross High School in Scotland. • A prelim paper in either Word or PDF.

John is young and we can plan to meet his needs. Compared to 2006, when we were presented with a similar child with similar questions the answers were very different. Nothing was in place for that child but having identified the scale of the problem we know what needs to be done. Is John the only one who needs accessible information in alternative formats?

Objectives of Books for All In 2006 we were asked a similar question – how to provide access to a book for a girl with a physical disability? We could find Braille books, audio books, large print books but not a single book that was accessible to this girl. She wrote to her favourite author who agreed to allow the book to be made in accessible format – digital in Word so she could turn the pages using a switch. We asked the questions: 1. How many pupils in Scotland have identified support needs in accessing printed materials? 2. What are these literacy support needs? 3. What materials are needed? 4. What alternative formats are needed? 5. What alternative formats are available? 6. How can we fill any gaps?

1. How many pupils in Scotland have a print disability?  Scotland is a country of 5.1 million people  Approx. 720,000 school population  Approx. 34,680 students with a support plan (4.9% of all pupils). Around 5% of pupils in Scotland had some form of support plan in place to help them access the curriculum. Most had some sort of difficulty accessing standard print and/or demonstrating their knowledge and understanding. Of the 5%:

- 21.3% had moderate learning difficulties - 20.9% had specific learning difficulties - 3.8% had significant physical or motor impairment - 1.5% had significant visual impairment - 1.8% had significant hearing impairment

EU country figures? How might we compare?

2. What are their literacy support needs? Knowing a pupil’s type of impairment – visual, hearing, physical, communication, dyslexia etc. - isn’t that helpful for specifying the help a pupil will need to access the curriculum. In the case of literacy support needs a few of the areas that might feature would include support to:  read text  see text  understand text  hold books  find text  turn pages  record work or demonstrate knowledge and understanding

3. What materials are needed? We sent questionnaires to teachers asking what materials were needed in alternative formats. They told us:

Materials required No. Textbooks 160 Fiction/Reading books >150 Teacher worksheets 1,000 Commercial worksheets 370 Assessments e.g. NABs / NARs 155 Exams >50

John is likely to need the equivalent of 750 books across his primary and secondary education – in a format accessible to him. Other pupils will need the equivalent of 750 books across their schooling but not the same books: though there will be overlap. When asked if there are any specific textbooks or resources required in accessible format, teachers responded:

 “This list is endless.”  “Interactive would be so useful – [as well as pupils needing to access the curriculum they also need to be able to demonstrate knowledge and understanding.]”  “Infinite”

 “All materials in schools should be available aurally and digitally for access by all pupils. Even more able pupils could benefit from such materials.”

To take an example of what John might need to access in the future, we can consider one of the National Assessment Resources. It demonstrates many of the accessibility problems for print disabled pupils:

The image of a map of the world is scanned in without optical character recognition. The image includes arrows depicting bird migration patterns as well as text boxes that describe different species of bird together with their associated migration paths.

Digital question papers: PDF Examinations provide an interesting example of what technology has to offer in providing materials in accessible formats at low cost to the public purse. Options available include readers to read the paper to a pupil and scribes to record their answers.

The table shows a range of alternative assessment arrangements for 2010, of which we are interested in there being 16,863 requests for a reader (to read the paper to the pupil), and 14,313 for scribes (someone to write the pupil’s answers). Digital question papers were requested 2,001 times.

Extra Time 36,962 Digital Question Paper 2,001 Reader 16,863 Transcription without correction 590 Later on in Scribe 14,313 PA referral 465 John’s Use of ICT 7,622 Modified content 267 school Prompter 2,404 Adapted certificate 139 career he Coloured Paper 1,964 Paper signed to candidate 52 will Rest Period 1,636 Candidate Signs Responses 38 hopefully sit Enlarged Print 1,209 Live presentation 36 Transcription 1,110 Braille 59 with correction examinations. At present these are all mostly paper based which will be of little use to him. Thanks to work CALL has done with the Scottish qualifications body he will be able to access digital exam papers. Pupils can type their answers and use text-to-speech software to have the paper read to them. PDF allows for:  Zoom / change size and colour (pupils with visual impairments and visual dyslexias).  Text-to-speech for candidates with visual impairment or dyslexia with high quality Scottish Voice (Cereproc Heather).  Navigation using keyboard or mouse.  Type answers to complete exam paper on screen.  Use writing tools such as on-screen keyboard, speech recognition and word prediction.  Inexpensive to produce and distribute.

 Accessible using low-cost software (for schools and pupils).

4. What alternative formats are needed? PDF isn’t the only format needed. A range of others will be needed, including: Human support (readers and scribes; sign language; Printed formats (different fonts, large print, coloured paper, simplified language, symbol support, Braille, coloured lenses / film, magnifier / LVA; Audio formats (tape, CD, MP3 / digital audio file; Computer formats (Digital resources on computer, scanned in text to speech, word processor or other writing software) etc. The list will change as emerging technologies adapt and publishers adopt these and emerging formats.

5. What alternative formats are available? It is here that the biggest effort has to be made and where the biggest rewards may come. We are seeing some significant game changers including: iPads, Kindles – especially Kindle 3 which offers text-to-speech and switch access, Create and Convert and others. Few books and other resources are however, available in digital format and the focus returns to the support needed to prepare for accessible formats. It is here that much time is wasted and significant savings can be made by changing how these are produced and made available. CALL has made big inroads by:

- Improving copyright arrangements for pupils with a print disability, previously it was limited to visually impaired people. Without this other developments would have been far more limited - Providing a one-stop shop to access accessible alt formats www.books4all.org.uk - Developing trusted partnerships with publishers so that publisher quality PDFs are made accessible and available. - Designed a database to allow teachers to: o Find books already converted into accessible format o Share books: for example if a teacher makes it in Shetland it can be shared with a pupil in Edinburgh. o Providing a secure Download facility so that materials in digital format can be made available immediately for the pupil to use. For Braille resources links are available to the producer. o Prepared training videos for teachers to find out how to Find accessible books, use the books and make them.

Copyright Licensing Agency Print Disability Licence 2010 now reads: “Accessible copies can be made for any individual with a print disability. A print-disabled person is anyone for whom a visual, cognitive or physical disability hinders the ability to read print. This includes all visual impairments, dyslexia, and any physical disabilities that prevent the handling of a physical copy of a print publication.” http://www.cla.co.uk/licences/licences_available/visual_impaired/Sharing

“CLA hereby grants to the Licensee the non-exclusive right on the terms and conditions herein contained to: make Licensed Copies; distribute Licensed Copies to Authorised Persons within the United Kingdom;”. Issues to explore: 1. Where responsibility for accessible content lies – the website publisher / owner or the content provider? [Analogy: “The ‘fully accessible hotel’ with two steps to the front door.] 2. Copyright licensing comparisons across Europe. 3. Intermediate styles – one size fits all or different for different support requirements. 4. Provide an evidence base to answer questions about formats. 5. Do Scottish figures help scale the problem for Europe? 6. The majority of access testing and development has been undertaken to address the needs of people who are either blind or visually impaired. What is the evidence base for other forms of print disability? References Nisbet PD & Aitken S (2007) Books for All: Accessible Curriculum Materials For Pupils with Additional Support Needs. ISBN 978 0 7559 1535 4. http://www.scotland.gov.uk/Publications/2007/06/05081600/0

Workshop: Books for All 22-24 June 2011